Education and Professional Development
Complementary therapies have gained significant recognition and credibility in recent years. According to Lloyd et al. (1993) changes in social and cultural attitudes and beliefs about allopathic medicine coincided with a growth in the popularity of complementary therapies. People are disenchanted with allopathic medicine and a better educated and more discriminating public is disillusioned with experts in general and skeptical about science and positivist knowledge. At the same time, health professionals, particularly nurses and midwives, express disillusionment with the health system, which they describe as impersonal and mechanistic, a system that relies heavily on costly technologies and drugs many with potent side effects. This chapter is an expansive look at the history of healing and the way the woman's role and education have been defined through the centuries. A number of issues and problems for nurses in the contemporary era regarding education in complementary therapies are also highlighted. New directions in complementary therapy education are demonstrated using various examples of innovative subjects and courses becoming available in undergraduate and postgraduate education.
- the history of healing: a brief overview
- nursing and midwifery: new versions
- professional development
- education: new visions
- undergraduate education
- postgraduate education.